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Jihoun An and Samuel R. Hodge

The purpose of this phenomenological inquiry was to explore the experiences and meaning of parental involvement in physical education from the perspectives of the parents of students with developmental disabilities. The stories of four mothers of elementary aged children (3 boys, 1 girl), two mothers and one couple (mother and father) of secondary-aged youth (1 girl, 2 boys) with developmental disabilities, were gathered by using interviews, photographs, school documents, and the researcher’s journal. Bronfenbrenner’s (2005) ecological system theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from thematic analysis: being an advocate for my child, understanding the big picture, and collaborative partnerships undeveloped in GPE. The findings lend additional support to the need for establishing collaborative partnerships in physical education between home and school environments (An & Goodwin, 2007; Tekin, 2011).

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K. Andrew R. Richards, Wesley J. Wilson, Steven K. Holland and Justin A. Haegele

school building, and different school environments may hold different expectations. This helps to explain why disciplines such as PE are marginalized in some schools, but not in others ( Pennington, Prusak, & Wilkinson, 2014 ). There is evidence that supportive school environments allow for better

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Wesley J. Wilson and K. Andrew R. Richards

subjective theories and work toward preparing them for the sociopolitical realities of teaching a marginalized subject ( Laureano et al., 2014 ). Emerging research suggests this can be accomplished through programming in which preservice teachers spend extensive time in school environments that are closely

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Justin A. Haegele and T. Nicole Kirk

disappointment that they were not afforded such opportunities within the school environment and eventually found extracurricular means of sport participation. When describing the lack of rigor and his inability to engage in competitive activities during physical education, Lou described a feeling of “What am I

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Chan Woong Park and Matthew D. Curtner-Smith

, progressives described participating in a relatively good standard of physical education and had fewer experiences of competitive sport in extracurricular settings and outside of the school environment: I felt like PE was something fun during the day and I was very athletic. I just enjoyed being there

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Kelly P. Arbour-Nicitopoulos, Viviane Grassmann, Krystn Orr, Amy C. McPherson, Guy E. Faulkner and F. Virginia Wright

restricted to the school environment ( Seymour et al., 2009 ) and not necessarily extending to the larger community ( Castenada & Sherril, 1999 ). More inclusive, PA opportunities are warranted for children and youth with physical disabilities and their typically developing peers to try to facilitate